scholarly journals Intervention program using a robot for children with Autism Spectrum Disorder

2021 ◽  
Vol 10 (8) ◽  
pp. e35010817512
Author(s):  
Christine Syriopoulou-Delli ◽  
Ioakim Deres ◽  
Athanasios Drigas
Keyword(s):  
Autism Spectrum Disorder ◽  
Social Skills ◽  
Intervention Program ◽  
Positive Outcome ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Social Rules ◽  
The Social ◽  
Teacher Researcher ◽  
Educational Robot

This study investigated the effectiveness on social skills development of an educational intervention program for schoolchildren with autism spectrum disorder (ASD) using an educational robot. Over the period of a month, four boys with ASD, ranging in age from 7 to 14 years, participated in structured educational scenarios involving the robot “Edison”, which is in the form of a toy car, with the aid of a teacher/researcher. The behavior of the four boys during the sessions was recorded by an observer, using an observation form. The boys appeared to enjoy the intervention sessions, and a positive outcome was observed following interaction with the robot. Specifically, by the end of the month of intervention, all the boys showed improvement in social skills and cooperation skills and a reduction in untoward social behaviors. They showed an increase in eye contact, followed instructions and appeared to understand the social rules better, and in general their interaction with the teacher and with each other was enhanced. In conclusion, teachers can use robots in programs aimed at improving the social and communication skills of schoolchildren with ASD.

scholarly journals Computer- and Robot-Assisted Therapies to Aid Social and Intellectual Functioning of Children with Autism Spectrum Disorder

Medicina ◽  
2019 ◽  
Vol 55 (8) ◽  
pp. 440 ◽  
Author(s):  
Joan DiPietro ◽  
Arpad Kelemen ◽  
Yulan Liang ◽  
Cecilia Sik-Lanyi
Keyword(s):  
Autism Spectrum Disorder ◽  
Social Skills ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Computer Assisted ◽  
Robot Assisted ◽  
The Past ◽  
Children With Asd ◽  
The Social

Background and objectives: Children with autism spectrum disorder (ASD) experience challenges with social interactions, a core feature of the disorder. Social skills therapy has been shown to be helpful. Over the past several years, computer-assisted and robot-assisted therapies have been infiltrating the social skills teaching environment. Rapid progress in the field of technology, especially in the robotics area, offers tremendous possibilities for innovation and treatment or even education for individuals with ASD. This paper’s purpose is to drive awareness of these innovative interventions in order to support the social lives of children with ASD. The aims of the paper are identifying (1) the types of Information Technology platforms that are being evaluated in computer and robot-assisted therapies for children with ASD; (2) the various disciplines or professions studying and utilizing these computer and robot-assisted social skill therapies; (3) the outcomes being evaluated in each trial; and (4) if results demonstrate benefits to children with autism. Materials and Methods: PubMed, CINAHL, Science Direct, and Web of Science databases were searched for clinical trials published over the past five years. Search terms incorporated the subject intersection of autism, and computer or robot-assisted therapy. Results were mined for pediatric populations only and study designs establishing controlled comparisons. Results: Eighteen unique international studies were identified that utilize robot interventions (11 studies) and serious computer game interventions (seven studies). Most demonstrated promising results in improving outcomes for children with ASD. Study implications reveal a rapidly evolving assistive technology for ASD social skills therapy. Conclusions: These interventions show considerable promise, but more effectiveness and cost effectiveness research of high quality should be carried out with larger numbers of children. Also, further studies are necessary to evaluate these technologies’ effectiveness amongst adults with ASD and within unique subsets of the higher functioning autism population.

scholarly journals Effect of Social Stories on Social Skills of children with Autism Spectrum Disorder

2015 ◽  
Vol 2 (4) ◽  
Author(s):  
Anu Aggarwal ◽  
Babita Prusty
Keyword(s):  
Autism Spectrum Disorder ◽  
Social Skills ◽  
Rating Scale ◽  
Social Stories ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Visual Response ◽  
The Social ◽  
Significant Difference

The research titled “Effect of Social Stories on social skills of children with Autism Spectrum Disorder” was aimed to study that how Social Stories as an intervention affect the social skills of children with Autism Spectrum Disorder. In the study a sample of 4 children with Autism Spectrum Disorder ranging from 4-8 years of age was taken using purposive sampling. The tool used to assess the social skills was Childhood Autism Rating Scale, Second Edition – Standard Version (CARS2-ST). The data was collected using Pre-Post Research Design and then analyzed using t-test as the statistical tool. There was significant difference between the scores of pre intervention and post intervention by Social Stories. The results hence generated proved that social skills including relating to people, adaptation to change, visual response, listening response and verbal communication can be enhanced and supported by the Social Stories.

COMPUTER-BASED INTERVENTION FOR AUTISM SPECTRUM DISORDER CHILDREN AND THEIR SOCIAL SKILLS: A META-ANALYSIS

2017 ◽  
Vol 4 (23) ◽  
Author(s):  
Kanwajit Kaur ◽  
S. Pany
Keyword(s):  
Autism Spectrum Disorder ◽  
Social Skills ◽  
Meta Analysis ◽  
Neurodevelopmental Disorder ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Abnormal Development ◽  
Systematic Research ◽  
The Social ◽  
Computer Based

Autism spectrum disorder(ASD) is a neurodevelopmental disorder that arises due to the abnormal development of the brain. ASD children mainly deficit in social and communication skills. Computer based intervention has been identified as one of the most prominent method to improve social skills of autism spectrum disorder children. Computer based intervention such as serious game, virtual reality, robotic, neurofeedback and multitouch interfaces have been developed to support children with ASD. This paper analyses and reflects all the previous researches carried out in computer based interventions for children of ASD to improve social skills since 2010.This literature review addresses two systematic research questions: How the computer based intervention is used or developed and the effectiveness of computer based intervention for autism spectrum disorder children in improvement of social skills. Therefore, the specific objectives of this paper are described as; to review the computer based interventions which were used to improve social skills of autism spectrum disorder children; and to analyse the findings of the previous work.The analysis of different studies revealed that computer based games are popularly used to improve the social skills of the ASD children and it is also observed that computer based interventions proved to be the useful interventions to improve the social skills of autism spectrum disorder children.

Using Apps to Develop Social Skills in Children With Autism Spectrum Disorder

2016 ◽  
Vol 52 (4) ◽  
pp. 250-255 ◽  
Author(s):  
Kristin L. Withey
Keyword(s):  
Autism Spectrum Disorder ◽  
Social Skills ◽  
Adult Life ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Grocery Store ◽  
Spectrum Disorder ◽  
Dramatic Play ◽  
Use Of Technology ◽  
The Social

Social skills are critical to later success in school and adult life. Typically, children build these through interaction with caregivers and peers. However, some students, especially those diagnosed with autism spectrum disorder (ASD), demonstrate delays in this domain and require additional interventions. While there are a number of interventions that are effective for young children with socioemotional delays, there remains a paucity of research on the use of technology as a socioemotional intervention in early childhood. This column suggests that applications on mobile devices can allow students to learn the social and play expectations for a given dramatic play scenario, such as “Grocery Store.”

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